The Effectiveness of Collaborative Strategies in Improving Student’s Reading

Comprehension of Narrative Texts

By

Julius Kardiman

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES
UNIVERSITAS KATOLIK INDONESIA SANTU PAULUS RUTENG
2025
Abstract

This study aims to evaluate the effectiveness of using collaborative learning strategies,
specifically Collaborative Strategic Reading (CSR), in improving students' reading
comprehension of narrative texts in class X at MAN 2 Manggarai during the 2025 academic
year. The research employs a quantitative approach with a quasi-experimental design involving
two existing classes: an experimental group and a control group. Both groups were given a pre-
test to assess their initial abilities, after which the experimental group was taught using the CSR
strategy while the control group received conventional instruction. A post-test was administered
to both groups to measure improvement. Statistical analysis results show that both groups
experienced significant improvements from pre-test to post-test; however, the experimental
group’s average normalized gain (N-Gain) score was higher (0.39) than that of the control group
(0.46), even though both fall into the medium category. Paired t-test results indicate that the
improvement was statistically significant in both the experimental and control groups (p <
0.001). Nevertheless, the application of CSR had a greater positive impact on students’ learning
outcomes compared to the conventional method.
Keywords: Collaborative Strategic Reading (CSR), reading, reading comprehension, narrative
text.

Background

Nowadays, English becomes international language. There are many countries in the

world assumes that English is the most important language. It is used by many countries in the

world. English is not only used as a means of communication but also used for many aspects

such as business, computer, science. So that, English is used in too many schools especially in

Indonesia. English is not only taught in kindergartens or elementary schools, but it is also taught

in junior high school, high school, and college (Hidayat & Maharot, 2017). This research is

specifically in high school. To study a research in high school is also important because at that

time the students still have good intelligence and great motivation. And high school is classified

as adolescence, so that children can learn foreign languages better. Beside speaking, listening,

and writing, one of English teaching learning is reading. Reading is absolutely necessary for
anyone who wants to expand their information or knowledge base. Reading is a process to get

meaning from words, phrases, clauses, sentences, and texts. Reading is one of the crucial skills

that students must master in learning English after listening, speaking, and writing (Yonata,

2018). This is due to the fact that when a person reads a text, not only does the reader obtain the

necessary visual information, but someone also obtains the non-visual aspects that are naturally

included in a text by the writer. Therefore, reading and comprehension cannot be divided into

two distinct activities because they are inextricably linked to one another; when people read a

book, they concurrently engage in the activities of comprehending or understanding the material.

Besides adding information, reading activities also play an important role in acquiring

knowledge in the field of education. By reading, students carry out an active skill that can help

their learning process by understanding the meaning of the text they read to master whatever

subject they like (Rahman & Rodliyah, 2022).

Reading comprehension is a very complex activity because so much occurs inside the

mind of the reader as the eyes glide over the printed words (Training, 2014). To accomplish a

reading comprehension, it includes some skills to have. Reading comprehension is the process of

acquiring or deriving meaning and understanding from printed language; involves cognitive

functioning related to what one reads. From the definitions above, it can be summarized that

reading comprehension is a very complex activity to undertsand the message from the text that

the author tries to convey. To be the accomplished reader(s), it needs a lifetime practice because

the comprehension process is really complicated. Reading comprehension is the skill that

teachers expect students to learn. It means that with reading teacher teachers give knowledge to

students‘. Reading comprehension is a sources of learning and enjoyment (Effectiveness et al.,

2017). Reading comprehension is the process of recognition, interpretation and perception of

written or printed material. It means that our brain needs to recognize, interpret, and make

perception by our self about the content of reading material should be understood. Based on

statement above reading comprehension is very important know about the world based on their

culture values, native language, and discourse process. Furthermore, the readers relate their prior

knowledge to the information of the text and through reading the reader can also get enjoyment

and knowledge from the text that they have read. Collaborative Strategy Reading (CSR) is

designed for students who have very low comprehension in reading English text (Fish, 2020).

CSR was designed for students who have difficulties in reading comprehension. CSR also helps

the students to increase their comprehension. CSR helps students learn specific strategies

associated with effective reading comprehension. It can be said that CSR was design to help

students in specific strategies and effective strategies in teaching reading comprehension.

Narrative text is a story with complication or problematic events and it tries to find the

resolutions to solve the problems (Greenwood, 1997). An important part of narrative text is the

narrative mode, the set of methods used to communicate the narrative through a process

narration. The Purpose of Narrative Text is to amuse or to entertain the reader with a story. There

are some the generic structure of narrative text, those are; orientation, complication, and

resolution. Orientation is commonly mentioned in the first paragraph, it can be called as an

introductory part of a story. The narrator let the readers know where and when the story takes

place and who are involved in the story called as characters. Complication is narrator tells us

about something that will begin in a series of event. This event will influence toward one or

some characters. The complication is a trigger. And the last resolution. This part can be found in

the end of the story. The narrator finishes the story by giving readers and listener about a

problem solving of complication or the complication is sorted out. Narrative texts are often
encountered in everyday life, for example when someone tells a funny experience at school,

writes a vacation story in a diary, or shares an inspirational story on social media. These stories

usually have a clear flow, starting from the introduction of characters and settings (orientation),

the emergence of problems (complication), to the resolution of problems (resolution). The

purpose of these narrative texts can be to entertain, teach lessons, or simply share experiences.

Even in daily conversations, when someone recounts an incident they experienced, they are

indirectly using narrative text.

There are three previous study related to this topic, the first conducted by (Ummah, 2019)

this study aims to determine whether the application of Collaborative Strategic Reading (CSR)

can improve students' reading comprehension ability on narrative text and how students respond

to the method in class VIII SMP Muhammadiyah Belawa. The method used was pre-

experimental with a one group pre-test and post-test design. The research instruments were

reading tests and student response questionnaires. The research sample was class VIII.1 which

amounted to 21 students. The results showed the average pre-test score of 44.10, increasing to

81.54 in the post-test. This shows that CSR is effective in improving students' reading

comprehension. The questionnaire results also showed a positive response from all students, with

an average score of 67.71, which falls into the responsive category. The second conducted by

(Nurhayati, 2015) this study aims to determine the effectiveness of using Collaborative Strategic

Reading (CSR) on students' reading comprehension on narrative text. The method used was

quasi-experimental with two classes: an experimental class taught using CSR and a control class

without CSR. The sample consisted of 60 students of class X of Mathla'ul Huda Parung Panjang-

Bogor High School. Tests were given before and after treatment (pre-test and post-test). The

results showed that the experimental class improvement score (25.50) was higher than the
control class (14.50), with an observed t-value of 3.03 greater than the t-table of 2.002 at the 5%

significance level. This shows that the use of CSR is effective in improving students' reading

comprehension of narrative text. The third study done by the researcher conducted by (Uly Shiha

Naharina, Abdul Ghoni Asror2, 2019) this study aims to determine how Collaborative Strategic

Reading (CSR) can improve the reading comprehension of grade X students on narrative text at

MA Al Munawar Kunci Bojonegoro in the 2019/2020 academic year. This research is a

Classroom Action Research (CAR) with one class as a sample consisting of 23 students. The

results showed that the application of CSR significantly improved students' reading

comprehension skills, as evidenced by the increase in learning outcomes after the application of

the technique.

Based on the three previous studies, researchers increasingly believe that cooperative

strategies, such as Collaborative Strategic Reading (CSR) are effective in improving students'

reading comprehension skills, especially on narrative texts in class X MAN 2 MANGGARAI.

These strategies not only help students understand the content better, but also encourage active

participation, group discussion, and sharing of understanding among students. Although previous

research has shown positive results, there are still some areas that are less explored, such as how

resource availability, teacher support, and social and cultural context differences affect the

effectiveness of this cooperative strategy. In addition, while CSR has been shown to improve

academic scores, not many studies have explored how this strategy affects students' motivation,

confidence in reading, and critical thinking skills in the long term. This study aims to fill this gap

by exploring in depth the effectiveness of cooperative strategies in improving reading

comprehension of narrative texts, the challenges that may arise in implementing them in diverse

classrooms, and the role of the teacher as a facilitator in creating meaningful learning
interactions. The findings are expected to contribute to the development of more effective and

contextualized reading teaching methods.

Although previous studies have demonstrated the effectiveness of cooperative strategies

such as Collaborative Strategic Reading (CSR) in improving students’ reading comprehension,

especially in narrative texts, most research has primarily focused on short-term academic gains.

There remains a lack of in-depth exploration on how contextual factors such as the availability of

learning resources, the extent of teacher support, and socio-cultural diversity affect the successful

implementation of CSR in different classroom settings. Additionally, few studies have examined

the long-term impact of CSR on students’ motivation, self-confidence in reading, and

development of critical thinking skills. This gap indicates a need for further investigation into not

only the cognitive outcomes but also the affective and contextual dimensions of CSR-based

instruction, particularly in diverse educational environments like class X MAN 2 Manggarai.

Theoretical Review

A. English

English has become a universal language. English is considered the most

significant language in many places around the world. Numerous nations throughout the

world utilize it. English is utilized in numerous fields, including business, computer

science, and more, in addition to being a language for communication. According to

(Selvia et al., 2023) English is one of many languages in this world. English is an

International language and it is spoken by many people around the world. Mastering

English is very important in our society in the world, because by learning English, the
students may have an opportunity to reach for future successfully. Learning English is

very important for most people, especially in education.

B. Reading

Reading is a process to get meaning from words, phrases, clauses, sentences, and

texts. Reading is one of the crucial skills that students must master in learning English

after listening, speaking, and writing (Yonata, 2018). It serves not only as a foundation

for academic success but also as a gateway to accessing vast information and knowledge.

In the process of reading, students engage various skills, such as decoding, predicting,

summarizing, and analyzing, which enable them to comprehend both literal and

inferential meanings within a text. Furthermore, reading plays a significant role in

language acquisition as it exposes learners to a wide range of vocabulary, grammatical

structures, and text types. For English as a Foreign Language (EFL) learners, developing

reading proficiency is particularly important, as it enhances their ability to process and

produce language more accurately and fluently. Therefore, reading is not merely a

passive activity but a dynamic process that requires mental engagement and critical

thinking.

C. Reading comprehension

Reading comprehension is a sources of learning and enjoyment (Effectiveness et

al., 2017). Reading comprehension is the process of recognition, interpretation and

perception of written or printed material. It means that our brain needs to recognize,

interpret, and make perception by our self about the content of reading material should be

understood. Based on statement above reading comprehension is very important know

about the world based on their culture values, native language, and discourse process.
Furthermore, the readers relate their prior knowledge to the information of the text and

through reading the reader can also get enjoyment and knowledge from the text that they

have read.

D. Collaborative Strategy Reading

Collaborative Strategy Reading (CSR) is designed for students who have very low

comprehension in reading English text (Fish, 2020). Collaborative Strategic Reading

(CSR) is a strategy specifically designed to help students who have difficulties in reading

comprehension. This strategy aims to improve students’ reading comprehension skills by

teaching them effective reading steps or strategies. CSR helps students develop reading

skills through a structured process, such as making predictions, identifying difficult

words, understanding the main idea, and asking questions about the text. Thus, CSR not

only enhances students' comprehension but also equips them with reading strategies that

they can use independently in future learning.

E. Narrative Text

Narrative text is a story with complication or problematic events and it tries to find the

resolutions to solve the problems (Greenwood, 1997). An important part of narrative text

is the narrative mode, the set of methods used to communicate the narrative through a

process narration. The Purpose of Narrative Text is to amuse or to entertain the reader

with a story. There are some the generic structure of narrative text, those are; orientation,

complication, and resolution.

a) Orientation

Orientation is commonly mentioned in the first paragraph, it can be called

as an introductory part of a story. The narrator let the readers know where
and when the story takes place and who are involved in the story called as

characters.

b) Complication

Complication is narrator tells us about something that will begin in a series

of event. This event will influence toward one or some characters. The

complication is a trigger. The complication plays a crucial role because it

creates tension and drives the plot forward. It also engages the readers

emotionally, making them curious about how the characters will deal with

the problem. In most narratives, the complication affects one or more

characters, challenging them to respond, make decisions, or take actions

that lead to further developments in the story.

c) Resolution

Resolution is the final part of a narrative text where the complication or

problem that has been developed throughout the story is finally resolved.

It provides closure for the plot and allows readers or listeners to

understand how the characters deal with the conflict they have faced. This

stage typically comes after the climax, where the tension reaches its

highest point, and it reveals the outcomes of the characters' actions,

decisions, or growth. In the resolution, the narrator wraps up the events by

showing whether the main character succeeds or fails in overcoming the

challenge. The resolution may end happily (happy ending), tragically (sad

ending), or even with a twist (surprise ending), depending on the tone and

purpose of the story.

Methodology

Research Design

In this study, the researcher employed a quantitative approach using a quasi-experimental

design, which allows experimental procedures without the need to create a new group aligning

with school policies that prohibit forming new classes for research purposes . The study involved

two existing classes: an experimental group and a control group. Both groups were given a pre-

test to assess their initial reading comprehension levels, followed by different treatments where

the experimental group received instruction using a specific strategy.

Instrument

This study was conducted in one of the public high schools in Ruteng City, MAN 2

Manggarai. This study involved XA class students totaling 14 students and XC also 14 students,

bringing the total to 28 students in the 2024/2025 school year. The data collection technique used

pretest and posttest. The data analysis technique in this study used a prerequisite test in the form

of a normality test. The normality test was used to determine whether the data from the two

sample groups studied were normally distributed by comparing the pre-test and post-test scores

with the N-Gain formula as below:

The normalized gain formula, according to Meltzer as cited in in Latief (2016) is presented as

follows.
Normalized Gain (g) = Post test - Pre test score

Ideal score - Pre test score

Normalized gain criteria

G Normalized gain criteria (g)

g < 0.3: low

0.3 g < 0.7: medium

0.7> g: high

Data Analysis Technique

Data analysis will be conducted using SPSS application to analyze data statistics. The

instrument used to collect data is a reading comprehension test in the form of multiple choice

questions, consisting of 10 questions, which is given twice before (pre-test) and after (post-test)

treatment. After the treatment, both groups took the post-test to measure the improvement. This

design aims to evaluate the effectiveness of the applied teaching strategies on students'

comprehension of narrative texts. The data analysis technique in this study used a prerequisite

test in the form of a normality test.

Data collection Technique

The data collection technique in this study involved the use of pretest and posttest to

measure students’ performance before and after the treatment. The pretest was administered to

assess the students’ initial abilities, while the posttest was given to evaluate any improvements

after the intervention. To analyze the data, a prerequisite test in the form of a normality test was

conducted to determine whether the data were normally distributed.

Result and Discussion

The results derived from the pre-test and post-test scores of the experimental class (XA)

and the control class (XB) are shown and examined in this part. The success of the experimental

class's teaching strategy in comparison to the control class's traditional approach is assessed

through a discussion of the findings. Learning achievement is primarily measured by the

improvement in students' scores. Our goal is to determine whether the experimental class's

therapy improved students' performance to a meaningful degree and how that improvement

compared to the control class's advancement. To make significant conclusions about the

effectiveness of the used teaching technique, statistical data interpretation and comparison

between the two groups are crucial.

Table of experimental class (XA) pre-test and post-test

N Nama Pre-test Post-test

o
1 Diawan 60 85
2 Fadilah Muhamad 60 80
3 Fitri 75 100
4 Khaiz Farhan 60 80
5 Khusnul Khatima 70 95
6 Kurniawati Hapsah 80 90
7 Luil Maknum 80 100
8 Majesty Putri Pradana Fahran 70 85
9 Mira Nuriati 60 80
10 Muhamad Riski 70 85
11 Nining Fitriani 60 90
12 Nisa Rahmani 60 85
13 Nurkhanifah Rhamadhani 80 100
14 Vinno Shah Putra 85 90
Based on pre-test and post-test results from 14 students in XA, it can be seen that all of

the students had an increase in their nilai after receiving instruction or learning support. The pre-

test scores ranged from 60 to 85, whereas the post-test scores increased to 80 to 100. A few

students indicate significant growth, such as Nining Fitriani, who grew from 60 to 90 (+30 poin),

and Fitri, who increased from 75 to 100 (+25 poin). Siswa with a low income, like Diawan and

Fadilah Muhammad, may experience growth of about +25 and +20 points. In general, the results

indicate that the teaching methods used in the experiment classroom are effective in raising

student learning outcomes.

Table of control class (XC) pre-test and post-test

N Nama Pre-test Post-test

o
1 Alfaris Riski Putra 70 95
2 Baharin 65 80
3 Bintang Syahputra 60 85
4 Darmawan Adisa Putra 80 95
5 Dzakir AL Mughni 95 100
6 Fitri 75 90
7 Husnul Khotimah 80 95
8 Jefri Albuk Kari 80 90
9 Maharani Putri Azzahra 80 90
10 Misratul Aulia 60 70
11 Muh Faisal 65 80
12 Naswatun Qirani Bari 60 75
13 Nonika Yasni 70 85
14 Yahya Fatta 60 80
This pre-test and post-test results from 14 students in the XC class, it can be shown that

all of the students saw an increase in their nilai after participating in traditional classroom

instruction without any special needs, such as in experimental classrooms. Pre-test scores range

from 60 to 95, while post-test scores range from 70 to 100. A few students demonstrate moderate

growth, such as Bintang Syahputra and Yahya Fatta, who increase from 60 to 85 and 80 in a

methodical manner, and Alfaris Riski Putra, who increases from 70 to 95 (+25 points). However,

generally speaking, the increase in nilai in the control group is less than that in the experimental

group. This indicates that although though instruction in a controlled classroom has a positive

impact on students' learning outcomes, its effectiveness is not as high as that of instruction in an

experimental classroom.

Table 1.1 Case Processing Summary Table experiment and control

Cases

Valid Missing Total

kelas N Percent N Percent N Percent

Ekesperimen 14 100.0% 0 0.0% 14 100.0%

Kontrol 14 100.0% 0 0.0% 14 100.0%

The "Case Processing Summary" table provides essential information regarding the

quality and completeness of the data collected in the study, specifically for the variable

N_GainPersen across two groups: Experimental and Control. The table indicates that all 14 cases

in each group are fully valid, with a validity rate of 100.0% and no missing or incomplete data

recorded. This means that the total number of cases in each group remains consistent at 14
subjects per group, resulting in a total of 28 subjects overall without any data loss. The absence

of missing values demonstrates that the data collection process was conducted effectively, as all

research participants provided complete responses that meet the requirements for further

analysis. This also suggests that the data collection instruments—such as tests or questionnaires

—were properly administered, and the participants were cooperative and engaged throughout the

process. The completeness of the dataset enhances the reliability and validity of subsequent

statistical analyses, ensuring that findings derived from the variable N_GainPersen are based on

accurate and representative data. This high level of data integrity plays a crucial role in

supporting the robustness of the study’s conclusions and contributes to the overall credibility of

the research outcomes.

Table 1.2 Descriptive table of experimental class and control class

kelas Statistic Std. Error

Ekesperimen Mean 65.48 5.964

95% Confidence Lower 52.59

Interval for Mean Bound

Upper 78.36

Bound

5% Trimmed Mean 65.34

Median 56.25

Variance 497.940

Std. Deviation 22.315

Minimum 33
Maximum 100

Range 67

Interquartile Range 38

Skewness .602 .597

Kurtosis -.986 1.154

Kontrol Mean 57.43 5.359

95% Confidence Lower 45.85

Interval for Mean Bound

Upper 69.01

Bound

5% Trimmed Mean 56.87

Median 50.00

Variance 402.106

Std. Deviation 20.053

Minimum 25

Maximum 100

Range 75

Interquartile Range 32

Skewness .619 .597

Kurtosis .164 1.154

The Descriptives table provides a comprehensive statistical summary of the

N_GainPersen variable for both the Experimental and Control groups, including measures of

central tendency, dispersion, and distribution shape. The average N_GainPersen in the

experimental group is 65.48 with a standard error of 5.964, while in the control group it is 57.43

with a standard error of 5.359, indicating a higher average gain in the experimental group. The

95% confidence intervals range from 52.59 to 78.36 for the experimental group and 45.85 to

69.01 for the control group, reflecting greater variability in the former. The medians (56.25 and

50.00, respectively) are lower than the means, suggesting possible positive skewness, which is

supported by skewness values of 0.602 and 0.619 with a standard error of 0.597. Variance and

standard deviation also indicate considerable variability, at 497.940 and 22.315 for the

experimental group, and 402.106 and 20.053 for the control group. The data ranges are 67 and

75, with interquartile ranges (IQR) of 38 and 32, showing moderate spread around the median.

Kurtosis values (0.986 for experimental and 0.164 for control) suggest that the experimental

group's distribution is platykurtic (flatter than normal), while the control group’s is near-normal

(mesokurtic). Despite some variation and slight deviations from normality assumptions, the data

remain within acceptable limits for further parametric inferential analysis, such as independent

samples t-tests.

Table 1.3 This table is a table of normalized gain (N-Gain) calculation results used to measure

the effectiveness of a treatment in quantitative research, especially in pre-experimental or quasi-

experimental research.

Kelompok Gain ternormalisasi

Rata-rata Rata-rata nilai

<0,3 3<g<0,7 > 0,7 ternormalisasi

Rendah Sedang Tinggi

Eksperimen 10 18 2 0.39

Kontrol 8 12 2 0.46

Based on the table above, it can be interpreted that the average normalized gain (N-Gain)

value in the experimental group is 0.39 which is in the medium category, while in the control

group the average is 0.46, which is also in the medium category. In the experimental group, there

were 10 students who obtained low improvement (<0.3), 18 students with moderate

improvement (0.3 < g < 0.7), and 2 students with high improvement (>0.7). Meanwhile, in the

control group, there were 8 students in the low category, 12 students in the medium category,

and 2 students in the high category. Although the control group showed a slightly higher average

gain, in general both groups experienced similar comprehension improvement in reading

narrative text. These results show that the use of learning strategies, both in experimental and

control classes, is able to have a positive impact on students' reading comprehension, although

the difference in effectiveness between the two groups is not very significant.

Table 1.4 The table shows the Paired Samples Statistics table from the statistical analysis output

using the Paired Samples t-test.

Paired Samples Statistics

Std. Std. Error

Mean N Deviation Mean

Pair 1 Pre-Test Eksperimen 69.29 14 9.376 2.506

Post-Test 88.93 14 7.385 1.974

E$ksperimen

Pair 2 Pre-test Kontrol 71.43 14 10.639 2.843

Post_test Kontrol 86.43 14 8.644 2.310

The Paired Samples Statistics table presents descriptive statistics of the paired data

consisting of pre-test and post-test scores for the Experimental and Control groups, providing an

initial overview of the changes in participants' performance before and after the treatment. In the

experimental group, the pre-test mean was 69.29 with a standard deviation of 9.376, increasing

to 88.93 in the post-test with a lower standard deviation (7.385), indicating a consistent

improvement in post-intervention learning outcomes. Meanwhile, in the control group, the pre-

test mean of 71.43 with a standard deviation of 10.639 increased to 86.43 in the post-test with a

standard deviation of 8.644, indicating an increase in performance although not as great as the

experimental group. The difference in mean improvement between the two groups-19.64 points

for the experimental and 15.00 points for the control-indicates that the intervention provided to

the experimental group may have had a greater influence on improving learning outcomes;

however, to confirm the significance of the difference, further inferential analysis such as paired

t-test is required.

Table 1.5 This table displays the correlation (relationship) between two variables measured in

pairs within a group ( pre-test and post-test).

Paired Samples Correlations

N Correlation Sig.
Pair 1 Pre-Test Eksperimen & 14 .710 .004

Post-Test E$ksperimen

Pair 2 Pre-test Kontrol & 14 .854 .000

Post_test Kontrol

The Paired Samples Correlations table displays the correlation coefficient and

significance level between the pre-test and post-test scores for each group, namely the

Experiment and Control groups, using Pearson correlation analysis. Based on the table, the data

pair in Pair 1 (Experiment Pre-Test & Experiment Post-Test) has a correlation value of 0.710

with a significance level of 0.004, while in Pair 2 (Control Pre-Test & Control Post-Test) the

correlation value is higher, at 0.854, with a significance level of 0.000 (p < 0.001). The strong

positive correlation in these two pairs indicates that there is a significant linear relationship

between the initial ability (pre-test) and the final outcome (post-test), meaning that participants

with high pre-test scores tend to obtain high post-test scores as well. The higher correlation value

in the control group indicates more consistent performance stability from pre-test to post-test

than the experimental group. Nonetheless, the significant correlations in both groups support the

assumption that the change in scores from pre-test to post-test is not random, making it

appropriate to proceed to a paired samples t-test to test whether the improvement is statistically

significant.

Table 1.6 The Paired Samples Test table was used to measure the significant difference between

two paired scores in one group, between the pre-test and post-test in the experimental and control

classes.
Paired Samples Test

Paired Differences

95% Confidence

Std. Std. Interval of the

Deviatio Error Difference Sig. (2-

Mean n Mean Lower Upper t df tailed)

Pair Pre-Test - 6.640 1.775 -23.477 -15.809 - 13 .000

1 Eksperimen - 19.64 11.06

Post-Test 3 8

E$ksperimen

Pair Pre-test Kontrol - 5.547 1.482 -18.203 -11.797 - 13 .000

2 - Post_test 15.00 10.11

Kontrol 0 8

The Paired Samples Test table presents the results of the statistical comparison between

pre-test and post-test scores for both the Experimental and Control groups, using the N-Gain

score to assess the effectiveness of the cooperative learning method on students’ learning

outcomes in English, specifically on the topic of narrative texts for Grade 10 students at MAN 2

Manggarai in the academic year 2025. For Pair 1 (Pre-Test Eksperimen – Post-Test Eksperimen),

the mean difference is –19.643, with a standard deviation of 6.640 and a standard error of the

mean of 1.775. The 95% confidence interval of the difference ranges from –23.477 to –15.809,

indicating that the decrease (or negative difference) is statistically significant. The calculated t-

value is –11.068, with 13 degrees of freedom, and a p-value of .000 (p < 0.001). This result
suggests that there was a highly significant improvement in the students' performance after the

implementation of the cooperative learning method in the experimental group.

Similarly, for Pair 2 (Pre-Test Kontrol – Post-Test Kontrol), the mean difference is –

15.000, with a standard deviation of 5.547 and a standard error of the mean of 1.482. The 95%

confidence interval ranges from –18.203 to –11.797, and the calculated t-value is –10.118, with

13 degrees of freedom, and a significance value of .000 (p < 0.001). This indicates that the

control group also experienced a significant increase in learning outcomes from pre-test to post-

test without the use of the cooperative learning method, likely due to regular teaching practices.

While both groups showed statistically significant improvements, the greater mean difference in

the experimental group –19.643) compared to the control group (–15.000) suggests that the

cooperative learning approach had a more substantial positive impact on students’ learning

achievement in English narrative texts. These findings support the conclusion that the application

of cooperative learning methods contributes significantly to enhancing student understanding and

engagement in the subject matter beyond what is achieved through conventional instructional

strategies.

Conclusion

Based on the results of comprehensive statistical analysis including Case Processing Summary,

Descriptive Statistics, Normalized Gain (N-Gain), Paired Samples Statistics, Correlations, and

Paired Samples t-Test, it can be concluded that the application of drama-based cooperative

learning methods in English language subjects on narrative text material in class X MAN 2

Manggarai in the 2025 academic year has a significant positive impact on improving student

learning outcomes. The Case Processing Summary table shows that all data from both groups,
both experimental and control, have 100% validity without any missing data, thus fulfilling the

assumptions of reliability and representativeness in further statistical testing. The Descriptive

Statistics results reveal that the average N_GainPercent value for the experimental group is 65.48

with a standard deviation of 22.315, while in the control group it is 57.43 with a standard

deviation of 20.053, indicating that the experimental group has a higher score increase than the

control group even though the data variation in the experimental group is slightly greater.

Calculation of Normalized Gain (g) using Meltzer's formula (cited in Latief, 2016) resulted in an

average normalized gain of 0.39 for the experimental group and 0.46 for the control group, with

both groups being in the moderate category according to the gain criteria. However, the

individual distribution shows that the number of students in the moderate improvement category

is more in the experimental group (18 students or 60%) than in the control group (12 students or

40%), indicating that the drama-based learning method provides wider and more equitable

benefits to learners

References

Effectiveness, T. H. E., Team, O. F., Individualization, A., Text, I. N. D., & Septiani, L. (2017).

Faculty of Tarbiyah Dan Tadris State Institute for Islamic Studies ( Iain ) Bengkulu.

Fish, B. (2020). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析 Title.

2507(February), 1–9.

Greenwood, C. (1997). Classwide Peer Tutoring. Behavior and Social Issues, 7(1), 53–57.

https://doi.org/10.5210/bsi.v7i1.299

Hidayat, T., & Maharot, |. (2017). the Effect of Narrative Text on Student’S English Reading

Comprehension. MAHAROT: Journal of Islamic Education, 1(1), 2580–3999.

http://ejournal.idia.ac.id/index.php/maharot

Latief, H. (2016). Pengaruh Pembelajaran Kontekstual Terhadap Hasil Belajar (Studi

Eksperimen Pada Mata Pelajaran Geografi Kelas Vii Di Smpn 4 Padalarang). Jurnal

Geografi Gea, 14(2), 14–28. https://doi.org/10.17509/gea.v14i2.3395

Nurhayati, D. (2015). THE EFFECTIVENESS OF USING COLLABORATIVE STRATEGIC

READING (CSR) ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT

(Quasi-Experimental Research at the First Grade Students of SMA Mathla’ul Huda Parung

Panjang-Bogor).

Rahman, A., & Rodliyah, R. S. (2022). Using Cooperative Script to Enhance Students’

Comprehension of Narrative Text. Jurnal Penelitian Pendidikan, 22(3), 313–325.

https://doi.org/10.17509/jpp.v22i3.52979

Selvia, A., Maizarah, M., & Sauhana, F. T. (2023). the Effect of Using Collaborative Strategy

Reading on Students Reading Comprehension in Narrative Text At Tenth Grade of Sman 1

Tembilahan. J-Shelves of Indragiri (JSI), 5(1), 29–43.

https://doi.org/10.61672/jsi.v5i1.2644

Training, T. (2014). the Effectiveness of Using Circ Technique To Improve Students ’ Reading

Faculty of Tarbiya and Teachers ’ Training “ the Effectiveness of Using Circ Technique To

Improve Students ’ Reading Comprehension on Recount Text ”.

Uly Shiha Naharina, Abdul Ghoni Asror2, M. F. M. (2019). Improving Students’ Reading

Comprehension of Narrative Text Through Collaborative Strategic Reading To the Tenth

Grade Students At Ma Al Munawar Kunci Bojonegoro in Academic Year 2019/2020.

Concept and Communication, null(23), 301–316.

Ummah, M. S. (2019). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析 Title.

Sustainability (Switzerland), 11(1), 1–14.

http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?

sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/

j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/

305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI

Yonata, F. (2018). The Effect of Applying The Talk-to-The Text Strategy on Students’ Reading

COmprehension in Narrative Text. PHILOSOPHICA Jurnal Bahasa, Sastra, Dan Budaya,

1(1), 12. https://doi.org/10.35473/po.v1i1.114